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  1. English 4P ERWC -- Per. 1, 2, and 3
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English 4P ERWC -- Per. 1, 2, and 3 Assignments

Instructor
Mrs. Sheri Zoratti
Terms
Fall 2010
Spring 2011
Department
English
Location
Rm. 120
Description
ELA ERWC Senior Curriculum
 
Description:
This course is an alternative to Eng 4 Holt Survey of British Literature and uses the California State University’s Expository Reading and Writing Course (ERWC) as its foundation. The focus of this course is on expository, analytical and argumentative writing and literature that students will be facing at the college level. The course addresses critical reading and writing problems identified by the CSU English Placement Test (EPT) Committee, and prepares students to respond to each rhetorical situation as it arises. The ERWC aligns with the California State Standards, and meets the college prepartory requirements for both UC and CSU.
 
Purpose:
The major goal of the class is to provide students with a strong foundation in expository, analytical, and argumentative writing and literature in order to prepare students for success in college or university courses. The course supports students’ developing abilities to negotiate a variety of texts that they are likely to encounter in college, including contemporary essays, newspapers, magazine articles, editorials, reports, memos, voting materials and assorted public documents and other expository texts. As students are now asked to produce complex written papers that include analysis, synthesis, proposition and support, research papers and essays, students will be introduced to ways of talking about and interacting with text that are practiced in post secondary education.
 
Curriculum:
1st Semester: Writing
 
Types: Reflective, expository, analytical, and argumentative essays
 
Focus: Includes the 3 strands (applications, strategies, and writing conventions)
 
Materials: ERWC materials and supplementary materials, Holt Grammar Handbook
Instructional Strategies: Direct Instruction, Differentiated Instruction, Multiple opportunities for formal and informal writing, Checks for Understanding, Graphic Organizers, Annotating, Modeling and Think-Alouds, Use of audio-visual technology and the Internet, Cooperative/collaborative groupings, Constructive Meaning with Structured Oral Language Practice, Gradual Release of Responsibility Lesson Design
 
2nd Semester: Literature (with writing embedded)
 
Types: Variety of literature
 
Focus: 1-2 universal themes and/or essential questions
 
Materials: ERWC materials and supplementary materials, Holt Grammar Handbook
Instructional Strategies: Direct Instruction, Differentiated Instruction, Multiple opportunities for formal and informal writing, Checks for Understanding, Graphic Organizers, Annotating, Modeling and Think-Alouds, Use of audio-visual technology and the Internet, Cooperative/collaborative groupings, Constructive Meaning with Structured Oral Language Practice, Gradual Release of Responsibility Lesson Design
 
Assessments:
 
Type: pre and post assessments, assessment of each genre writing piece, DWA
 
Focus: all writing is assessed by the 3 strands (application, strategies and writing conventions); literature comprehension may be assessed through writing

Assignment Calendar

Upcoming Assignments RSS Feed

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Past Assignments

Due:

Assignment

June 15-17:  

All of you will present your graduation speech to reflect on the past and to look forward to the future (I will too)

* Quick Talks: make ups + EC opportunities

On the last day (Monday June 20th) we will finish any remaining speeches and have a little goodbye celebration 

Due:

Assignment

13 June 2011 Agenda:

Objective: Students will develop and successfully deliver a graduation speech that reveals the significance of their high school experiences and their goals/hopes for the future.

* PB papers/Current grades
* Final Assignment: Graduation speeches
  • Present graduation speech overview/requirements
  • Share sample student speeches
* Time to finish quicktalks/write your speech

Due:

Assignment

June 8-10th: Research Presentations/booth groups (See rubric -- attached)

June 8th: Group A presentations (3 groups)
June 9th: Group B presentations (3 groups)
June 10th: Group C presentations (3 groups)

Due:

Assignment

June 3-7: Into the Wild film/graphic organizer

Objective: Better understand the protagonist's motivations by watching film adaptation of ITW

* While watching Into the Wild (no research paper = no movie) create a double-bubble map comparing character motivations as revealed in the film vs. the article
HW: Presentation Outline due on Monday (bullet form)
Reminder: Booth Presentations: group A=Wed. 6/8; group B=Thurs. 6/9; group C=Fri. 6/10
Bring Costa's 3 levels of questioning (attached: click file, print, and change pages per sheet to 4).

Due:

Assignment

2 June 2011:

* Work day: Individual presentations and booth group decorations

Due:

Assignment

1 June 2011

* Quicktalks
*Tomorrow: Bring all materials you will need for your presentation and booth groups (tomorrow is a work day)

Due:

Assignment

Today is the LAST DAY to turn in your Final Draft + Works Cited + Introduction Letter for your Senior Research Paper. 

Turn in essays  -- be sure to fill out back of rubric before you staple it to your essay + you MUST include your green packet 

* Quicktalks -- 3 = 12/10; 4 = 15/10

Due:

Assignment

26 May 2011 Agenda:

* Turn in essays if completed -- be sure to fill out back of rubric before you staple it to your essay + you MUST include your green packet
* PPT: Booth groups -- choose presentation ideas, schedule dates, pick name for group + think of decorations (see attached)
* Quick Talks

Due:

Assignment

25-26 May 2011 Agenda:

Final editing of Sr. Research Project/Quicktalks

See attached for the sample and the rubric!

Due:

Assignment

No class on Tuesday 5/24.  Here is the outline of the rest of the semester:
 
See attached for the research model one more time:
 
(Wed. May 25)
1. edit paper
 
(Thurs. May 26)
1. Turn in essays if completed (drop dead date is our next class meeting)
2. presentation of booth project (attached)
3. plan booth (make signs, etc.)
HW: bring supplies to decorate booth
(No class on Fri. May 27 or Mon. May 30)
 
(Tues. May 31)
1. Collect: Rubric, abstract+ research paper (drop dead date)
2. More time to work on presentations/practice
HW: bring supplies to decorate booth
 
(Wed. Jun. 1)
-Decorate Booths (make sign)/per. 4 Sr. Assembly
-quicktalks
 
(Thurs. June 2) quick talks
 
(Fri. June 3) begin movie Into the Wild (no research paper – no movie)
 
(Mon. June. 3-Tues. Jun 7): Movie: Into the Wild (no research paper- no movie)
 
HW: Booths: group A=Wed. 6/8; group B=Thurs. 6/9; group C=Fri. 6/10
 
(Wed. Jun 8-Fri. Jun 10) Sr. Presentations (Group A= June 8, B=June 9, C=June10)
 
(Mon. Jun 13-Tues.Jun 14) Prep for graduation speeches + write + practice
 
(Wed. 6/15-Fri. 6/17) Deliver Sr. Speeches + Friday portfolios
 
(Mon. Jun 20) Per. 1-3 Zoratti hand out portfolios

Due:

Assignment

Today: The window opens for turning in your FINAL DRAFT of your Senior Research Paper.  Drop dead date is 5/31. 

Due:

Assignment

23 May 2011 Agenda:
 
Due today: Q3 body paragraphs (collect at beginning of period)
 
* Research help day 7: Final Editing/Revision time
*** See attachment for rubric ***
 
* Circle all examples of I, you, we, us, etc.
* Read essay for continuity
 
* HW:  Research Paper due by May 31!

Due:

Assignment

20 May 2011 Agenda:
 
Objective: Students will demonstrate their ability to analyze an article and take a position on an issue with an in-class essay.
 
* In-class Timed Writing: ITW
  • Clear stance
  • Well-integrated support
* Turn in essay + 6 steps
* Turn in annotated article (blue packet) -- clearly labeled as to which partner did what work.
 
* HW: Q3 Body paragraphs due Monday

Due:

Assignment

19 May 2011 Agenda (Regular day)
 
Research help Day 6: Conclusion (+ Editing/Revision)
 
HW: packet due tomorrow

Due:

Assignment

Block Schedule: Per Per 3 + 4 on Wednesday
 
Note: Per 2. Senior Holding period (no CST):
 
8:00-9:30: Study Hall (Research help/Work from other courses)
9:45-11:30: Games or movies
 
During 70-Min Block:
 
Obj: Prepare for Timed Write by taking a stance on the question of whether McCandless was crazy/suicidal or not by engaging in academic debates.
 
1. (40 min.) Research help day 5:
  • Abstract-- Review Model (attached) -- Turn in for credit TODAY (If you missed class, be sure to turn it in after you excuse your absence).
  • After I check your abstract, work on your Q3 Body paragraphs.
2. (30 min.) Phil. Chairs: Chris McCandless is crazy (you mostly agree with Callarman) vs. Chris McCandless is NOT crazy (you mostly disagree with Callarman)
* Use quotes to back up your stance.
 
HW: Timed Write on Fri. May 20 (use CM template) + annotated article due.

Due:

Assignment

Block Schedule: Per 1 + 2 only on Tuesday/ Per 3 + 4 on Wednesday
 
Note: Per 2. Senior Holding period (no CST): 
  • 8:00-9:30: Study Hall (Research help/Work from other courses)
  • 9:45-11:30: Games or movies
During 70-Min Block:
 
Obj: Prepare for Timed Write by taking a stance on the question of whether McCandless was crazy/suicidal or not by engaging in academic debates.
 
1. (40 min.) Research help day 5:
  • Abstract-- Review Model (attached) -- Turn in for credit TODAY (If you missed class, be sure to turn it in after you excuse your absence). 
  • After I check your abstract, work on your Q3 Body paragraphs.
2. (30 min.) Phil. Chairs: Chris McCandless is crazy (you mostly agree with Callarman) vs. Chris McCandless is NOT crazy (you mostly disagree with Callarman)
* Use quotes to back up your stance.
 
HW: Timed Write on Fri. May 20 (use CM template) + annotated article due.

Due:

Assignment

16 Monday 2011 Agenda:
 
Collect:Q2 Body Paragraphs
 
So far you  should have typed: Intro (bold hook, underline thesis), Q1 (in colors, highlight parenthetical citations), Q2.
 
1. Survival Video clip -- 3 reflections (Think of this in terms of a Research Project/Presentation like you will be doing.  Keep in mind that you will be including a reflection in your conclusion).
2. Pre-write for Timed Write:  (See attached) -- Complete Steps 1-6 (#1 together, #2-3 in pairs #4-6 on your own)
HW: Timed Write on Fri May 20 + article

Due:

Assignment

13 May 2011 Agenda:
 
Objective: Students will engage in Writer's Workshop to draft research paper or ITW writing, based on self-identified needs.
 
* Update Table of Contents
* Writer's Workshop Choices w/ 1:1 conferences as needed
  • ITW Packet: Summaries or rhetorical paragraphs
  • Research paper: Body paragraphs or abstract
* Due by end of Period: ITW packet

Due:

Assignment

12 May 2011 Agenda:
 
Objective: Students will draft body paragraphs for Senior Research Essay that meet District Rubric standards.
 
* Show model research paper again: Abstract (See attached for model)
* Research help Day 4: Body Paragraphs (Part 3/Question 3)
 
See attached document if you are still struggling with how to format your paper. 

Due:

Assignment

11 May 2011 Agenda:
 
Objective: Students will demonstrate knowledge of the ITW text (quiz) and actively read and annotate the text.
 
1. Quick Quiz: Sections 8-9.
2. Section 10 (the end) -- read/highlight+ annotate/discuss: I'll read aloud/Whole class discussion/Partners go back over the text to annotate

Due:

Assignment

10 May 2011 Agenda:
 
Objective: Students will draft body paragraphs for Senior Research Essay that meet District Rubric standards.
1. Collect Body paragraphs (Part 1/Q1)
2. Research help Day 3: Body Paragraphs (Part 2/Question 2)
 
 HW: Make sure you have read Sect 8+9 from Into the Wild, plus work on body paragraphs
 
Finish Part 2 by Monday 5/16 in colors.  So far you have typed: Intro (bold hook, underline thesis), Q1 (in colors, highlight parenthetical citations), Q2.

Due:

Assignment

9 May 2011 Agenda:
 
1. Analyze Pathos (1 prgh): Do the youth and intelligence of McCandless affect they way the audience feels about this story? If he were an older man who had no formal education, would your feelings toward him be different? Would we feel compelled to idolize him?
2. Class discussion
3. Sections 8+9 reading/highlighting and annotating the text.
HW: Part 1/Question 1 body paragraphs are DUE TOMORROW

Due:

Assignment

6 May 2011 Agenda:
 
Objective: Students will analyze ITW article for rhetorical appeals (ethos) by writing a well-supported paragraph.
* Survival video clip (go to Potts' website, click on Videos on the right side; watch: Bear Grylls Delicacy Part 1)
* Respond to Ethos question (1 prgh): Krakauer begins telling his own story about dangerous adventures. As an audience, we see that this is why he is drawn to McCandless. How does this affect the objectivity of his journalism? Does it make you more or less compelled to trust his depiction of McCandless' story?

Due:

Assignment

Revised Intro Paragraphs (Draft) are DUE.  Today is drop-dead date
 
5 May 2011 Agenda:
 
Objective: Students will draft body paragraphs for Sr. Research Essay that meet the standards as outlined in the District Rubric.
 
* Hand out rubric: paraphrase research standards (attached)
* Body Paragraphs (Part 1/Question 1)
* HW: Complete Part 1 of your paper

Due:

Assignment

4 May 2011 Agenda:

Objectives: Get reacquainted with the story of Christopher McCandless.  Gain understanding of our text by partnered reading, discussion, and annotation; Write a summary in your notes.

* Back into "Into the Wild" ** PPT: Photo-Journal of Chris McCandless' Journey
* Partners: Read, highlight, and annotate Sections 6-7 of the text.  
* Write bullet point summaries for each section (4+ bullets for EACH SECTION)
* HW: Revise introductory paragraphs -- they are due tomorrow
 
 

Due:

Assignment

3 May 2011 Agenda

Objective: Students will write their introductory paragraphs for their Senior Research essays, starting with a compelling thesis statement.  

Green Packets are DUE! (Drop dead date)
4 = 90-100% complete/correct (A- A A+)
3 = 80-89% complete (B- B B+)
2 = 66-79 % complete (D+ C- C C+)
1 = 55-65% complete (D- D)
Inc = less than 50% complete (F)
 
Today's Agenda:
 
* Collect green packets (see 4/22 homework for links to the documents)
* While I assess your work, you will do the following:
   1. Draft your THESIS statement
   2. Write your introductory paragraph (HTBT)
* Introductory paragraph is due today (Drop dead date is 5/5)

Due:

Assignment

2 May 2011 Agenda:
 
Objective: Students will collaboratively read, analyze, evaluate, and present literary excerpts that influenced McCandless
 
1. 35 Min: Groups: Analyze + evaluate excerpts from authors who influenced McCandless influences: (Tolstoy, Davies, and Thoreau) -- find relevant quotes to back up your responses.
2. 15 Min: Share your findings with the class.
3. Hand in your group responses
HW: complete green research packet (Final day I'll accept it is tomorrow)
 
** If you were absent, please see the attached document for the assignment.  You should complete Parts I & II for ONE of the three authors (Davies, Tolstoy, or Thoreau)

Due:

Assignment

Senior Research Project:
 
April 26-28th: Library (Per 3 = Computer Lab)
April 29th: Computer Lab

Objective: Students will conduct research for their self-selected topics in preparation for writing a 1500-word critical research essay (using MLA style) and a presentation.  
 
Key Due Dates:
  • Green Packet (4/28-5/3)
  • Intro Paragraph Draft (5/3-5/5)
  • Body Paragraphs Draft (5/5-5/20)
  • Complete MLA formatted 1500 word FINAL DRAFT + Works Cited + Introduction Letter (5/24-5/31)
Note: All dates are presented as "windows."  The preferred date is the first date.  The DROP DEAD DATE is the last date.  No work will be accepted after that date.  If you are absent, you need to make arrangements to get your work to me in advance. 

Due:

Assignment

25 April 2011 Agenda:

Objective: Students will be prepared to conduct research for their self-selected topics in preparation for writing a 1500-word critical research essay (using MLA style) and a presentation.  
 
* Prepare for Research Project -- review the project requirements -- they took notes from this on 4/13 (see attached PPT)
* Model directions for how to research (GALE is our primary source)
* Refresher on how to reach the citation maker, etc.
* Handout: directions to have next to you in the library/computer lab
* Be ready to do some serious digging for the next three days!

Due:

Assignment

Over Break: Take research notes in your GREEN PACKET + keep track of Works Cited by following the directions on the PINK SHEET 

*** Both of the above documents plus the PPT with directions are attached in case you were absent and/or lost them***
 
Remember: To login to Gale from off campus:
 
user name: santiago
password: santiago_rpa

Due:

Assignment

15 April 2011

Objective: Students will prepare to conduct research for their self-selected topics in preparation for writing a 1500-word critical research essay (using MLA style) and a presentation.  
 
* Turn in your essay rewrites for your grade (if you did not rewrite, return your essay to be filed in your portfolio)
* Per 2 + 3: Review the 9 Transcendentalist beliefs
* Demo + practice research following the pink handout directions (Note: We were able to take all classes to the computer lab for at least 1/2 the period to start their research)
* HW: RESEARCH over break (See the attachment for directions)

Due:

Assignment

14 April 2011 Agenda:

Objective: Understand what motivated McCandless by paraphrasing Transcendentalists' beliefs.
 
* Review of Sections 1-5: What did you highlight?  Those are the parts that caught your attention...so they should be in your bullet point summaries. 
* Overview/review of Transcendentalist beliefs: Each group will paraphrase ONE of the nine beliefs
* Give one/get one: You should have all 9 listed in your notes

Due:

Assignment

13 April 2011 Agenda:
 
Objective: Students will be prepared to conduct research for their self-selected topics in preparation for writing a 1500-word critical research essay (using MLA style) and a presentation.  

* Show me your 3 research questions if you have not yet
* Take notes from the PPT (What this project is about)
* Hand out green research packet. Write your 3 questions in the appropriate places
* I will demonstrate how to research (follow 1/4 sized bright pink sheet).
 
HW: Begin your research + Essay rewrites are due this Friday

Due:

Assignment

12 April 2011 Agenda:

Objectives: Gain understanding of our text by partnered reading, discussion, and annotation; Write a summary in your notes.

* Annotate Section 3 (Note: Period 1 finished reading it/Per. 2 didn't read any of it/Per. 3 read the first 2 paragraphs)
* Sections 4-5: Read, annotate, and write a summary in your notes for Sections 3-5 (4+ bullet points for each section)

Due:

Assignment

11 April 2011 Agenda:

Objectives: Gain understanding of our text by partnered reading, discussion, and annotation; Write a summary in your notes.

* Turn in your 3 Research Questions -- while I conference 1:1 with students re: their questions, with your partner...
* Re-read Section 1 of "Into the Wild" -- ANNOTATE (one partner per side of the paper) + Read/annotate Section 2
* Write a summary of Sections 1 & 2 in your notes (bullet points: 4-5 bullets for each section)
* HW: Essay rewrites are due this FRIDAY

Due:

Assignment

8 April 2011 Agenda:
 
Objective: Acquire new vocabulary + make predictions in preparation for 1st reading of article
 
* Last chance to sign up for a research topic of your choice...or else I'll assign it for you
* Share Vocabulary (give 1/ get 1). Discuss together. (Kids can walk around quickly and explain what the words mean, connotation, etc.) Then, we can debrief.
* 4 Predictions
* Begin 1st reading: Part 1 (partners)
HW:
Print "Death of an Innocent" if you want your own copy (attached)
3 "good" research questions due Monday for Senior Research Project.

Due:

Assignment

7 April 2011 Agenda:
 
Objective: Build background for the unit by taking notes about Alaska and the protagonist.
 
* Reminder: If you haven't signed up for research topic yet, you need to do so!
* Share your "10 things about Alaska" list -- turn in (EC)
* Video on Alaska (6 min: attached)
* Background: Who is Christopher McCandless? Write a SUMMARY PARAGRAPH of the information presented (see below for the information in case you were absent)
* Vocabulary (half the room = odds/half the room = evens)
    *** 1:1 meetings re: research topics
 
* HW: By Monday: Come up with 3 research questions for your topic!
 
About Christopher McCandless:
 
* He grew up in an upper-class family and graduated from the renowned Emory University in 1990.
* He was influenced by authors and philosophers who viewed materialism as empty and unfulfilling.
* McCandless began embarking on solitary trips with no money, hitchhiking and depending on gifts and odd jobs to survive.
* In 1992, he decided to travel alone to Alaska, where he hoped to live off of the land and find meaning in his life. He never returned.
* The story of his life and death was made into a major motion picture, Into the Wild, in 2007.

Due:

Assignment

6 April 2011 Agenda:

Objective: Students will understand how to improve their essays (rewrites) and will write a thoughtful response to our unit opening question.  
 
* PPT: Share strong essay samples -- ideas to improve your writing (see attached)
* Pass back essays -- rewrites are due NEXT FRIDAY or earlier (staple on top of your graded essay)
* Set up "Into the Wild" Packet: Staple 5-6 sheets of paper.  The top page is for Table of Contents.  Number the rest of the pages.
* Into the Wild PPT: Respond to The Big Question (7-minute paragraph) -- share with partner/share with class
* HW (EC): 10 interesting things about Alaska
 
Here is the Big Question in case you were absent:
 
Does our society allow us to find true happiness and fulfillment? Have you ever felt as though you needed to get away from what you knew in order to learn more about yourself or life in general?
 
What would you do if you felt as though you needed a radical change in your life to find meaning in living? Would you take the chance or would you keep on living the way you always did?

Due:

Assignment

4 April 2011 Agenda:
** Start of Into the Wild ** (Pre-reading)

Objective: Students will paraphrase a poem and analyze its theme by completing a graphic organizer and sentence frames.
 
(Music "Money" Pink Floyd or money money, money)
1. It has been said that "Money makes the world go 'round." Reflect on how this relates to you personally. On a broader scale, does our society allow us to find true happiness and fulfillment without money? (Frame) TPS
2. Connecting poem: Money, O! -- Read alone, 5 students read one stanza each, teacher read; paraphrase each stanza (see attached) #1 = I do, #2 = we do, #3 = partners, #4-5=on your own.
3. Theme (frame) In __'s poem, ___, the message is __. This is important/significant/relevant to today because __.

Due:

Assignment

March 31-April 4 Agenda:
 
Objective: Students will take notes of language, gender, generational, and cultural issues as presented in our unit film + reflect on significance.
 
* Joy Luck Club film: Students will divide their paper into quarters: One quarter for each issue/misunderstanding: language, gender, culture, and generation (mother/daughter).  After the film, students will write a reflective paragraph. 

Due:

Assignment

March 28-30 Agenda:
 
Objective: Students will demonstrate their analysis of key events, themes, and characters with engaging and informative presentations, measured on a 1-4 scale. 
 
* Lit Circle Projects/Presentations

Due:

Assignment

25 March 2011 Agenda:

Objective: Students will practice correct research skills and MLA citations as demonstrated by Works Cited sheet due at end of period.  

All ERWC classes MEET in the COMPUTER LAB ** Research + MLA citation practice **
 
1. Line up outside the c.lab in pairs -- I'll hand each partnership a slip with a topic.  Sit at computers side-by-side.
2. Both partners logon to their computers.  Both go to santiagohs.org. Decide who is Partner A and who is Partner B
3. Partner A: Go to classes and homework/English/Click on our HOMEWORK assignments and download the document "Partners Practice Researching"
4. Partner B: Go to classes and homework/English and click on MY NAME and then LINKS to get to the noodlebib site.  This partner should also open a Word Document.
5. Follow the instructions from "Partners Practice Researching" EXACTLY as written to set up your paper.
6. Both Partners: Work together to narrow your topic + generate a research question
7. While Partner A is searching for websites that answer your research question, Partner B is creating the citation in Noodlebib and copying and pasting the citation to the properly formatted Word Document.
8. Once you've cited your 3 sources, double check to make sure that:
* Font is 12 point Times New Roman for ALL of the text,
* Margins are 1" all around the page
* All names and titles are properly capitalized
* Alphabetized properly
* Double-spaced and lined up neatly with no crazy spacing problems
* "Reverse indented" like the model project 
 
Once you've done all of that, press file/print (make sure it's the correct printer), and hand in your paper to me :)

Due:

Assignment

Demonstrate how to research and properly cite sources (Prep for computer lab research)
 
1. Present "Preparing for Senior Research Project" (attached)
2. Demonstrate MLA Citation maker (go on Library website and click "Links")
3. Give partners a topic: "Dreams, Homeless, Friendship, War, Fashion, etc."
4. Tomorrow you will do research to compose 3 research questions (based on 3 different sources).

Due:

Assignment

* Collect LGC Packets
 
* Lit Circle Projects -- Last in-class time to work on the projects (due March 28th)

Due:

Assignment

In-Class Essay: LGC Unit

HW: Complete packet is due tomorrow  (See ATTACHED Table of Contents) + work on Lit Circle Project

Due:

Assignment

Today is the DAY for baccalaurete speeches: 6th Period and IMMEDIATELY after 6th in Room 120.  Come prepared with your 3-5 minute speech -- follow all guidelines and do your best!

Due:

Assignment

18 March 2011 Agenda:
 
  1. Review "LGC" Table of Contents (Packet due on Wednesday)
  2. Present essay: break down do/what chart (attached) <Misunderstandings happen every day.  Develop a plan to improve communication between people based on language, gender, or cultural differences.  Be sure to utilize the various texts, videos, and or class work/discussion in your academic essay>
  3. Work on novel project.
HW: 
  1. Complete Packet (including articles) is due on Wednesday
  2. Work on Book Project 

Due:

Assignment

18 March 2011 Agenda:
 
* Love Languages Survey + Graphic Organizers and writing (frame responses)
-- See attached PPT for details

Due:

Assignment

17 March 2011 Agenda:
 
* India/Pakistan on map + brief overview of history
* Finish reading/discussion of "Mr. Pirzada"
* Groups: Work together to plan,divide labor, etc.

Due:

Assignment

16 March 2011 Agenda:
 
* Meet with your Lit Circle group to choose your project, assign your roles and responsibilities, and start planning your project.
* Continue reading/discussing "Mr. Prizada"
 

Due:

Assignment

15 March 2011 Agenda:
 
Objective: Students will clarify, question, summarize, and predict as they read a cultural text as part of our LGC unit; they will write 2 thoughts/reflections + 2 questions (TOD).
 
* RT Groups: "When Mr. Prizada Comes to Dine" -- pause to question, clarify, summarize, and predict (to page 4 ***)  -- SEE LINK for the text
* TOD: Write 2 thoughts/reflections + 2 questions re: the text (we'll finish reading tomorrow)
 
http://www.esubjects.com/curric/general/multiculturalism/unit_three/pdf/Inte...

Due:

Assignment

14 March 2011 Agenda:
 
LGC Unit: Culture
 
>>Objective: Students will write a framed response about a culture clash + annotate and reflect on an expository text
* Warmup: Have you ever experienced culture clash?
* Cultural video: Joy Luck Club- Dinner Scene
* Sentence frame to recap the cultural issues
* Read and annotate excerpt + write reflection
* Introduce the final lit circle project (on Elmo) -- think about it overnight so you are ready to make a decision with your group tomorrow

Due:

Assignment

11 March 2011 Agenda:
>> Objective: Students will write an effective introduction and conclusion for their c/c essays, using sentence frames as support.
 
* Add introduction and conclusion to your Mars/Venus compare/contrast essay (see attached)
* Catch Phrase -- boys vs. girls: Note differences in communication styles

Due:

Assignment

Lit Circles (Last one -- end of your novel)
 
>> Objectives: Students will engage in collegial discussions where they communicate effectively and think critically  re: literature of choice and submit Lit Circle roles by the end of the period.
 
* Introduce group project and decide on approach and roles

Due:

Assignment

9 March 2011 Agenda
 
>> Objective: Students will explore and discuss stress triggers and coping strategies, and write 2 paragraphs to compare and contrasgt male/female coping stratgegies.

LGC:Gender Gap
* .Discuss stresses in life + coping stratgegies -- write in notes packet -- Class share on board (column for stressor/healthy strategies/unhealthy strategies)
* Listen/take notes (separate columns for men and women): Mars/Venus Part 3 audio
* Write 2 paragraphs (Compare/Contrast) male/female ways of coping with stress.
* HW: Final lit circles are tomorrow!
 
**** If you were absent, click on my name (above) and then click on "videos" to find the Mars/Venus link so you can listen to it and take notes to write your paragraphs

Due:

Assignment

8 March 2011 Agenda:
 
>> Objective: Improve reading proficiency and critical thinking by independently reading and preparing work for final Literature Circle on Thursday
 
* 5-min: Groups discuss final roles/responsibilities
* Independent work: Lit Circles -- Prep for roles (You should be FINISHED with your book by now)
HW: finish novel and Job 3 by Thursday

Due:

Assignment

7 March 2011 Agenda:
 
>> Objective: Students will write Costa's questions and engage in a text-based discussion (Socratic Seminar) with a written reflection
* 10-min reading
* 8-min: Make 1 connection and write 3 UTS questions based on Article 2 (Mars/Venus) (using Costa's levels of questions) to prep for socratic seminar.
* 25-min: 4 Socratic Seminars (simultaneous)
* 5-min: Reflection & Debrief:
  • Most interesting thing said
  • What did you most agree/disagree with?
  • What do you wish you had said?

Due:

Assignment

Language, Gender, and Culture Unit

>>Objective: Students will engage in pre-reading activities and will complete a sentence frame before reading/annotating a text.  
 
* Pre-Reading for Mars/Venus: I Love Lucy clip AND Modern Family clip -- Phil in spa (gender roles) 

* Sentence Frame: Although these two clips come from very different eras, both show examples of __________. The message of both clips seems to be __________.

* Add last 2 articles to packet (Extra Credit for annotating the other 2 articles)

* Mars/Venus Reading and annotation (pairs)

Due:

Assignment

Lit Circles (3/4 of the book) 
 
>> Objectives: Students will engage in collegial discussions where they communicate effectively and think critically re: literature of choice and submit Lit Circle roles by the end of the period.


* Quick review of the roles and responsibilities: Discussion Directors -- begin the discussion and ensure all members participate
* I'll check your roles at beginning of period (stamp and write comments if necessary) and collect at end of period (1, 2, 3, 4 credit -- you decide and put in the appropriate effort)
* End of Per: Debrief Lit Circles/collect roles

Due:

Assignment

Language, Gender, and Culture Unit
 
>> Objectives : Students will discuss rhetorical appeals in our texts, and write 2 paragraphs to reflect their understanding of male/female communication styles.
 
* 10 min read/prep roles
* Groups: 7-minutes to discuss Rhetorical Appeals in Tannen's article/Quick debrief
* Write BOTH paragraphs as directed: (7 minutes per paragraph)
  • Prompt A: Linguistic researchers, such as Tannen, have shown that male and female communication styles are different. Some have gone so far as to suggest that women could benefit themselves by learning a “male” style of communication, including, for example, giving direct orders, as Tannen describes. Such behaviors, these researchers argue, could help women to win the respect of men in the business world and thus advance women’s careers. How would you respond to this suggestion? Consider to what extent your gender determines your answer.
  • Prompt B: People often say one thing and do another. What does Tannen mean when she says, “Only modern Western societies place a priority on direct communication, and even for us it is more a value than a practice” (paragraph 8)? Do you agree that we claim to value direct speech but often act otherwise? Give specific examples to support your point of view based on your personal experience or on your observation of others.
* HW: Lit Circle Roles are due tomorrow!

Due:

Assignment

1 March 2011 Agenda:
 
* Stamp article annotations (if complete)
* Lit Circles: Prep for 2nd Meeting/New Roles -- Look at your scores from last lit circle, and as a group reflect and plan for improvement (Lit scores are now summative)
 
* You should be 3/4 through your book at this point

Due:

Assignment

28 February 2011 Agenda:
 
Language, Gender, and Culture Unit
 
* Read 15
* Vocabulary Recognition Matrix
* Directed Annotations (Tannen's article) -- Left Margin: Questions and Ahas; Right Margin: Main ideas/arguments/examples/rhetorical appeals/vocabulary).
* HW: Make sure annotations are COMPLETE (stamp tomorrow)
+ Tomorrow = time to prep for lit circles

Due:

Assignment

25 Feb 2011 Agenda:
 
Language, Gender, and Culture Unit (Continue LGC @ slide 10)
 
* Debrief Tannen's thesis
* First Reading for main ideas
* 3 Questions to answer in your notes:
  • 1. Is Tannen assuming that only women are seeking to build rapport? (In other words, is she implying that men don’t also seek to build connections?)
  • 2. Is Tannen valuing women’s speech as superior to that of men’s?
  • 3. What are the potential advantages and disadvantages of making generalizations according to gender?
* Sentence Frame/Ticket out the door: "Tannen's main idea in this article is _______. She supports her idea by including evidence such as ______. At this point I find her article mostly (convincing/unconvincing) because _____.
* Novels: Read 15 min.
HW: finish 3/4 of novel by Thursday and do Job #2

Due:

Assignment

Lit Circles (First half of book)
 
* Quick review of the roles and responsibilities: Discussion Directors -- begin the discussion and ensure all members participate
* I'll check your roles at beginning of period (stamp and write comments if necessary) and collect at end of period (1, 2, 3, 4 credit -- you decide and put in the appropriate effort)
* End of Per: Debrief Lit Circles/collect roles

Due:

Assignment

Language, Gender, and Culture Unit:

*First 15: Reading/work on lit roles
* Review LGC Table of Contents
* Seinfeld "Close Talkers" Frame (review the clip first)
* Predictions: Based on title/Based on first paragraph
* Thesis -- highlight and paraphrase
* HW: Lit Circle roles due tomorrow!

Due:

Assignment

Lit Circles

Due:

Assignment

18 Feb 2011 Agenda:

Language, Gender, and Culture Unit:

* The Big Question (with sentence frame)
* Bubble Map for Communication +
* Video Clip: Seinfeld's Close Talker
* T-Chart for Effective/Ineffective Communication styles
*10-15 min:  Reading/Lit Circle Role Prep 

Due:

Assignment

17 Feb 2011
 
Objective: to improve reading proficiency and engage in meaningful discussions that will be measured by their Lit Circle roles and in their final projects.
 
Agenda:
* Lit Circles Powerpoint (attached). Take notes on jobs, due dates, etc.
* Groups: select roles for meetings 1,2,3 (Thursdays) + divide up book.
* Read 15 min. (each day)
HW: Read 1/2 book by Thurs. 2/24 and be prepared for your Lit Circle role

Due:

Assignment

16 Feb 2011 Agenda:
* Collect Exposition Papers (1 per group)
 
Objective: to better understand differences in language, gender, and culture, and to write a persuasive essay using textual evidence by the end of the unit.

Language, Gender, and Culture Unit
Agenda:
* Complete Quickwrite sharing (Per. 3 needs time to finish written response/Per. 1 & 2 share out)
* Concept Maps: Communication bubble map + Effective/Ineffective communication T-Chart
* Predictions

Due:

Assignment

15 Feb 2011 Agenda:
 
* 20 minutes of reading time
 
* Meet with your Lit Circle.  As a group, discuss and write the following:
 
Title of page: Title of Book
Subtitle: Exposition (Setting, Characters, Background, Introduction to Conflicts)
  • Setting (time + place) -- is it directly stated or implied?  Include QUOTES as proof.
  • Characters -- Which characters seem like they will be important?  Write their names, some descriptive details, what they're like, etc.
    Include QUOTES as evidence.
  • Background Info -- What seems important? Include QUOTES.
  • Conflicts that have been introduced.  Include QUOTES as proof.
>> See attachment for an example >>
 
You will each write your own response; I will randomly choose one paper per group for your group grade. (Note: We needed more time, so I decided to collect the papers at the beginning of the period tomorrow)
 
Reminders:
By 2/17 (this Thursday): you should have read one quarter of the book;
By 2/24: you should have read half of the book
By 3/3: You should have read three-quarters of the book
By 3/10: You should be finished with your book

Due:

Assignment

14 Feb 2011 Agenda:
 
* Introduction to Language, Gender, and Culture Unit
 
>>>Staple 6 pages of paper together for this unit
 
* First Page: Language, Gender, and Culture Table of Contents
* Second page: Anticipatory Set
* 22 Questions >> Jump the line

Due:

Assignment

10 Feb 2011 Agenda:

* Library and Student Services -- pick up the books your group chose
 
* Meet to discuss deadlines and plans:
By 2/17: 1/4 the way through the novel
By 2/24: 1/2 way through the novel
By 3/3: 3/4 finished
By 3/10: You have completed reading the book
The following week will be devoted to final activities for your novel
 
>>> Add for next year: Create a bookmark (1/4 page each person) listing the pages/chapters you will have read by each due dates
* Read exposition of your group's novel -- you are reading to learn the exposition details:
  • Setting (time and place) -- explicit or implicit?
  • Background information + Conflicts that are already appearing
  • Characters -- names, descriptions

Due:

Assignment

9 Feb 2011 Agenda:

* Assign reading groups/new seats
* With your group: Choose a work of literature based on testing levels (1 title for each group) -- we'll check these out tomorrow and begin our lit circles
* "When You Become 18" reading and discussion

Due:

Assignment

District Writing Assessment

Due:

Assignment

7 Feb 2011 Agenda:

* 1st Day of 2nd Semester: Sign Locators
* Discuss do/what approach to parsing prompts (and practice)
* Complete Quick Talks/re-do Quick Talks for those who didn't meet standards/ New students complete one too!
* Note: Anyone who was not here for the SRI test: Go to the library to take the test during class

Due:

Assignment

FINAL EXAM Schedule:
 
Continue Quicktalks
Test your reading level (in the library)

Due:

Assignment

1/31-2/1
 
Continue Quicktalks

Due:

Assignment

* TKAM clips and E-P-L discussion: Watch TKAM 20 min. clip: closing argument is Chapter 28 (7 minutes) In order to provide necessary exposition, start at Ch. 26, which is in the middle of Mayella's testimony, and includes Tom's problem with his hand. (from 1:19 to 1:39). 1/3 of the class looks for ethos, 1/3 looks for pathos, 1/3 looks for logos

Due:

Assignment

QUICKTALK Unit (preparing for District Writing Test- Feb. 8)
 
  • Conquer the Fear (video)
  • George Bush Speaking (video)
  • Introduce Quicktalks (attached)
  • Hand out rubric (attached)
  • Begin Quicktalks

Due:

Assignment

Due Today: Complete Juvenile Justice Packet with Table of Contents on top AND we have our in-class timed writing today.

Due:

Assignment

1/26 Agenda:
 
Continue pre-writing for Juvenile Justice essay (CM Sentence frames + Practice Integrating Quotations handout + Pre-writing handout)
 
* Get thesis approval if you did not yesterday
* Use the Practic Integrating  Quotations handout to practice this essential skill
* You will turn in the Pre-Writing sheet and the Quotations sheet with your essay
 
* Tomorrow: The big day!  Write your in-class essay.

Due:

Assignment

1/25 agenda:
 
Pre-writing graphic organizer: As a class, brainstorm reasons in favor of and against trying juveniles as adults (Elmo) and how to turn this into a thesis
 
* Draft thesis statement starting with counter-argument (although/even though/some people believe...).  Check with me to approve your thesis.
* Locate your support in the articles and notes
* Write your three topic sentences (two support/one counter-argument)
* Finish as HW

Due:

Assignment

1/21 and 1/24 Assignment
 
 "Juvies" Documentary
 
* Focus: Continue to build evidence for your essay: Should juveniles be tried as adults?
* Graphic Organizer: Left column = Key issues presented -- specific case studies, their backgrounds, their crimes and sentences, outcomes, etc.
Right column = Your opinion on the issues presented (commentary)
 
Additonal Questions:
 
1. Where is this facility?
2. What are some of the opinions of the interviewees?
3. What does former LA District Attorney Gil Garcetti say about the media?
4. Juvenile crimes have decreased by 41%, but the media ______________ and "demonizes" ____________________.
5. What are the backgrounds of some of the inmates?  Why might that be important?
6. What is Duc's background?  His case?  His sentence?  What are your thoughts about that?
7. The system is shifting from what they ____________ to what they might ________.
8. What is the Gang Enhancement Law?
9. Prevention and intervention might be a better ___________.
10. What crime did Mayra commit?
11. What is Liz's crime?  Wht does she regret?
12. Do you agree with the following quote?  "I am just a product of my environment."
13. Before, if a juvenile had no history of prior conviction, they were seen to have for potential for improvement.  Now ____________________________.

Due:

Assignment

Video: (24:20) Santa Ana Police Department: Anti-Graffiti: Caught Slippin' (questions attached).
 

Due:

Assignment

19 January 2011 Agenda:
 
* Philosophical Chairs: Today you will take a position for Philosophical Chairs based on the article you were assigned
* Members of the two sides make cogent arguments and debate the issue of Prop 21
* Back up your opinion with evidence from the green packet of articles
* You may switch sides if you find the opposing argument more compelling
* Ticket out the Door: Reflection

Due:

Assignment

18 January 2011 Agenda:
 
* Review the Table of Contents for the packet
* Prepare for Philosophical Chairs:
* I will give each group an article (either for or against Prop 21);
* Closely read, annotate, and discuss the article;
* Summarize its key points;
* write YOUR opinion on the issue, being sure to include 3+ quotes from our other articles

Due:

Assignment

Handout due at end of the period:
 
* Groups: Complete the assignments on the handout, including summarizing, paraphrasing, and denotation/connotation.  See the attachment for details.
* If time: Organize and complete your packets -- we'll be turning them in soon!

Due:

Assignment

Today's Agenda:
 
* First Reading of "Many Kids Called Unfit..." Make sure you highlight and annotate the text showing where the arguments for and against punishing juveniles like adults appear. Ask questions, express surprise, disagree, elaborate, note any moments of confusion or curiosity. Write what pops into your head! Don’t over-think it.
* Chart the texts: Defendant, age, crime, punishment

Due:

Assignment

12 Jan 2011 Agenda:
 
* Collect Rhetorical Appeals HW (Lundstrom)
* Pictures and updates on the offenders we've read about
* Write about it: Is trying these kids as adults working to correct their behavior?  Why or why not? Better options or solutions?

Due:

Assignment

Today's Agenda: (See attached PPT for details)
 
* Denotation and Connotation
* Loaded Words in "Kids are Kids"
* Identify rhetorical appeals in "Supreme Court..." and "Kids and Kids..." as directed in the PPT
* HW:  Lundstrum Rhetorical Appeals (on separate paper to turn in tomorrow):
1. Logos Example (CD + 2 CM)
2. Pathos Example (CD + 2 CM)
3. Ethos Example (CD + 2 CM)

Due:

Assignment

* BW: Wrap up discussion on Charting the Texts
* Focused Questions 1-8 

Due:

Assignment

Friday: All classes will meet with our panel of college students.  These are all former SHS students who now attend colleges and universities, including CSUF, CSULB, UCI, and USC!  We will also have students representing community colleges, so there is something for everyone :)
 
Zero period will meet in Room 120 as always; all other classes will convene in the cafeteria.
 
Please come prepared with questions you have about what college is really like, and be prepared to take notes. 

Due:

Assignment

Agenda 6 January 2011:
 
* First Reading of "Supreme Court..." and "Kids are Kids..." :
*Highlight the text showing where the arguments in favor of and against prosecuting juveniles like adults appear.
 
*Make a KEY at the top of your article -- one color highlighter for arguments in FAVOR of prosecuting kids as adults and another color highlighter for arguments AGAINST prosecuting kids as adults. 
* Annotations should include comments, thoughts, questions, and connections to other ideas and texts.
* Chart the texts: Defendant, age, crime, punishment
 
** Note: See attached document for up-to-date table of contents

Due:

Assignment

Agenda 5 Jan 2011:
 
* Review terms: 1st vs. 2nd degree murder; voluntary vs. involuntary manslaughter, etc.
* Scenarios
* Text Survey: "Supreme Court to Rule" and "Kids are Kids" -- hand out articles
* Predictions -- Liptak (3 questions)
* Predictions -- Lundsrom (2 questions)
* Vocabulary -- 14 words
 
See PPT for details

Due:

Assignment

* Introduction to Juvenile Justice Unit: (See PPT for more info)
-- Quickwrite/The Big Question: If you committed a crime, do you think it would be fair for you to be punished the same way as an adult who committed the same crime?
Take 5 minutes to fully respond. Keep this quickwrite – this will be part of your packet called “Juvenile Justice”
-- Key Concepts and Legal Terms (homicide, murder, 1st & 2nd degree murder, manslaughter (voluntary and involuntary)
-- Scenarios: Determine the crime and punishment for 5 scenarios

Due:

Assignment

3 Jan 2010 Agenda:
  1. Fold paper in 1/2.  On front top: Review ethos, logos, pathos
  2. Divide class into 3 groups: Ethos, Logos, Pathos
  3. Watch Sham Wow Infomercial 3x and find all of the examples you can of your assigned term.
  4. Mix up groups so you have one ethos, one logos, and one pathos -- Share and take notes
  5. Whole class share-out

Due:

Assignment

* Introduction to Juvenile Justice Unit: (See PPT for more info)
    -- Quickwrite/The Big Question: If you committed a crime, do you think it would be fair for you to be punished the same way as an adult who committed the same crime? 
Take 5 minutes to fully respond. Keep this quickwrite – this will be part of your packet called “Juvenile Justice” 
   -- Key Concepts and Legal Terms (homicide, murder, 1st & 2nd degree murder, manslaughter (voluntary and involuntary)
   -- Scenarios: Determine the crime and punishment for 5 scenarios

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/4/52736343/1%20Juvenile%20Justice%20--%20Quickwrite%20and%20Key%20Concepts.ppt?rn=1396198" \t "_blank" 1 Juvenile Justice -- Quickwrite and Key Concepts (399 KB) 

(may 4)
* Survey the texts (See attached PPT for the details & get articles from me if you were absent): "Supreme Court to Rule on Executing Young Killers" and "Kids are Kids -- Until they Commit Crimes"
* Make predictions based on reading the first several paragraphs
* Vocabulary Self-Assessment & 10 sentences 
 
* HW: Complete vocabulary self-assessment and write sentences for 10 of the words.

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/4/51665256/2%20Juvenile%20Justice%20--%20Text%20Survey%20and%20Predictions%20to%20Post.ppt?rn=1396198" \t "_blank" 2 Juvenile Justice -- Text Survey and Predictions to Post (35 KB) 

(may 5)
* First Reading of "Supreme Court..." and "Kids are Kids..." : Make sure you highlight the text showing where the arguments for and against punishing juveniles like adults appear. Annotations should include comments, thoughts, questions, and connections to other ideas and texts. 
* Chart the texts: Defendant, age, crime, punishment

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/4/55354216/2%20-%20post%20-%20JJ%20First%20Reading%20and%20Chart%20the%20Text.ppt?rn=1396198" \t "_blank" 2 - post - JJ First Reading and Chart the Text (59 KB) 

(may 6)
: (See attached PPT for details)
* BW: Denotation and Connotation
 
* Loaded Words in "Kids are Kids"
 
* Focused Questions: (Note: We only finished 1-3 today; we'll do the rest tomorrow)
 

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/4/52442866/2c%20-%20post%20-%20JJ%20Loaded%20Words%20and%208%20Focus%20Questions.ppt?rn=1396198" \t "_blank" 2c - post - JJ Loaded Words and 8 Focus Questions (24 KB) 

(may 7)
(See attached PPT for details) 
* Complete the 8 Focused questions (see 5/6 agenda for the list of questions) 
* Review of Rhetorical Appeals 
* Identify rhetorical appeals in "Supreme Court..." and "Kids and Kids..." as directed in the PPT 

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/5/45551889/2d%20-%20post%20-%20JJ%20Rhetorical%20Appeals.ppt?rn=1396198" \t "_blank" 2d - post - JJ Rhetorical Appeals (23 KB)

(may 10)
 * Complete Rhetorical Appeals analysis for "Supreme Court..." and "Kids are Kids..." followed by discussion
* First Reading of "Many Kids Called Unfit..."  Make sure you highlight and annotate the text showing where the arguments for and against punishing juveniles like adults appear.   Ask questions, express surprise, disagree, elaborate, note any moments of confusion or curiosity. Write what pops into your head! Don’t over-think it. 
* Chart the texts: Defendant, age, crime, punishment

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/4/71176029/2e%20-%20post%20-%20Reading%20and%20Discussion%20Last%202%20articles.ppt?rn=1396198" \t "_blank" 2e - post - Reading and Discussion Last 2 articles (19 KB)

(may 11)
8:00-11:20: Testing in Period 2 classroom for sophomores/seniors report to Period 2 class (We will be watching a film related to justice and the death penalty in my 2nd period)
11:40-12:27: Period 1 -- 6 Sentence Summary of "Many Kids Called Unfit..." + read and annotate article #4

(May 12)
 8:00-11:20: Testing in Period 2 classroom for sophomores/seniors report to Period 2 class (We will be watching a film related to justice and the death penalty in my 2nd period) 
11:40-12:27: Period 2: 6 Sentence Summary of "Many Kids Called Unfit..." + read and annotate article #4 
1:02-1:49: Period 4: 6 Sentence Summary of "Many Kids Called Unfit..." + read and annotate article #4 

(may 13)
1st Per: 8:00-10 -- Philosophical Chairs: Each group will be assigned an article (either for or against Prop 21); read and discuss the article; summarize its key points; write YOUR opinion on the issue, being sure to include 3+ quotes from our other articles; take a position for Philosophical Chairs discussion; finally, Ticket out the Door reflection.

(may 14)
2nd Per: 8:00-10 -- Philosophical Chairs: Each group will be assigned an article (either for or against Prop 21); read and discuss the article; summarize its key points; write YOUR opinion on the issue, being sure to include 3+ quotes from our other articles; take a position for Philosophical Chairs discussion; finally, Ticket out the Door reflection. 

(may 17)
1st Per: 8:00-10 -- Pre-writing for Juvenile Justice essay (Practice Integrating Quotations handout + Pre-writing handout)

(may 18)
2nd Per: 8:00-10 -- Pre-writing for Juvenile Justice essay (Practice Integrating Quotations handout + Pre-writing handout) 

(may 19)
1st Per: 8:00-10 -- Timed Writing; Turn in essay AND packet (see attachment for the rubric)

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/10/49103736/Rubric%20--%20Juvenile%20Justice%20Packet.doc?rn=5217962" \t "_blank" Rubric -- Juvenile Justice Packet (35 KB) 
4P Due Today: Complete Juvenile Justice Packet (see attached rubric for the details) AND we have our in-class timed writing today.  

HYPERLINK "http://santiagohs.org/ourpages/auto/2010/5/17/41777393/Rubric%20--%20Juvenile%20Justice%20Packet.doc?rn=5217962" \t "_blank" Rubric -- Juvenile Justice Packet (35 KB) 

(may 20)

Due:

Assignment

17 December 2010 Agenda
 
* Hip Hop Hamlet: Groups of 4 students select lyrics from a brown bag, rotate pulling one and writing it down. Each person gets to pull 3 lyrics.
 
* Present poem and make 2nd one (you can put leftover lines in any order).

Due:

Assignment

16 December 2010
 
* Hamlet final test

Due:

Assignment

15 December 2010 Agenda
 
* Review game

Due:

Assignment

14 December 2010
 
* Write Introduction and Conclusion for your body paragraphs

Due:

Assignment

13 December 2010 Agenda
 
* Finish viewing the film

Due:

Assignment

10 December 2010
 
* Finish Act Vi in class + Give summary of Hamlet's pirate tale to Horatio (the death of R&G) AND Osric's pompous delivery of the wager to Hamlet. READ: Horatio and Hamlet p-168-169 
* Go outside with all groups: Act out the final scene of the play! 
* Groups of 6 -- EC for 2 members of each group who are the most prepared and perform the best

Due:

Assignment

9 December 2010 Agenda:
 
* Collect Extra Credit (Cause & Effect Statements)
* New Seats
* Assign groups of 6 to take on the roles in the final scene -- to be performed outside tomorrow -- I'll give you about 10-12 minutes to do a read-through now
* Quick Summary of 1st/2nd Clown interaction (accidental suicide?)
* New Partners: 1st Clown/Hamlet Read Aloud (pp. 152-154)
* Whole Class: Finish V.1 reading and discussion (Roles: Horatio, Hamlet, Laertes, Priest, Queen, King)
* HW: Prepare for your roles tomorrow!

Due:

Assignment

8 December 2010 Agenda:
 
* Character Foils writing

Due:

Assignment

7 December 2010 Agenda
 
* Cause and Effect Statements: (See PPT for details)
* BW: Imagine you are Claudius...Write/Think/Pair/Share
* Review Act by Act chart for Acts IV and V
* I model: Cause and Effect Statement for Ophelia
* Partners: Cause and Effect Statement for Polonius
* On your own/Ticket out the Door: Cause and Effect Statement for Gertrude
* HW/EC: Cause and Effect Statements for Hamlet, Laertes, and Claudius

Due:

Assignment

6 December 2010 Agenda:
 
* Complete Act IV:
* Opening Prediction: Now that Polonius is dead...What will happen with Laertes?  Ophelia?  Hamlet?  Partners discuss/class discuss
* Act IV v-vii: Watch and read, pausing for TPS and discussion

Due:

Assignment

2 December 2010 Agenda:
 
* Collect Sentence Frames (Acts I-III)
* Act IV, scene i-iii Quick Quiz and Discussion
* Act IV, scene iv Reading (Roles and discussion + meaning of the soliloquy)

Due:

Assignment

1 December 2010 Agenda:
 
* Act III, scene iv: group reading/discussion: Student 1: Hamlet; Student 2: Gertrude; Student 3: Polonius/Ghost; Student 4: Clarifyer/Questioner
* Act III Turning Points -- write a statement for each character
* Start in class, finish as HW: Read Act IV scenes i-iii (pp. 115-121)
* Also due tomorrow: Sentence Frames for Acts 1-3

Due:

Assignment

30 November 2010 Agenda:
 
* View Act III, scene i soliloquy and Ophelia/Hamlet interaction
 
* Act III Partner Discussion and Sentence Frame (see attached for colors):
The relationship between Hamlet and Ophelia has changed drastically in this act. At one time they _____________, as evidenced by "_____________” (Act Scene Lines). In Act III, however, Hamlet's behavior toward Ophelia is ____________, particularly when he tells her, "_________________" (Act Scene Lines) by which he means ________________. His words and actions cause Ophelia to ____________.
 
* Watch and Read: Act III scene ii "The lady doth protest too much, methinks" (p. 93) to "Lights, lights, lights!" (p. 94) and the King's prayer and Hamlet's soliloquy (p. 101-104)

Due:

Assignment

Due today:
 
Act III Notes and Response to two Focus Questions:
 
On one side of the paper, take notes on the action, events, and character development in Act III. 
 
On the other side, respond to the focus questions:
 
1. Looking at the last two soliloquies spoken by Hamlet and King Claudius in Act III (pages 101-103 and 103-104) consider why Hamlet decides to refrain from killing his uncle.  Why doesn't he kill him?  What are his reasons?  Elaborate (1/2 page response).
 
2. How does Hamlet's rash action in killing Polonius in scene 4, line 25 (page 105) affect the rest of the play?  Is his fate sealed from then on?  Elaborate (1/2 page response).

Due:

Assignment

29 November 2010 Agenda:
 
* Collect Hamlet Act III work
* Act III Quiz, trade and grade and notes 
* Quickwrite: Think of a time when you (or someone you knew) acted rashly. What was the outcome?
* In-class reading of Act III, scene i ll 56 ("To be or not to be") -end of scene
 

Due:

Assignment

Over Break:  During Thanksgiving Break, you will need to read through Act III of Hamlet.  You will need to take notes and respond to two questions (see below).
 
When you return, you'll need to turn in this assignment AND we'll have a quiz.
 
Here is the assignment: Act III Notes and Response to two Focus Questions:
 
On one side of the paper, take notes on the action, events, and character development in Act III.
 
On the other side, respond to the focus questions:
 
1. Looking at the last two soliloquies spoken by Hamlet and King Claudius in Act III (pages 101-103 and 103-104) consider why Hamlet decides to refrain from killing his uncle. Why doesn't he kill him? What are his reasons? Elaborate (1/2 page response).
 
2. How does Hamlet's rash action in killing Polonius in scene 4, line 25 (page 105) affect the rest of the play? Is his fate sealed from then on? Elaborate (1/2 page response).

Due:

Assignment

19 November 2010 Agenda:
 
* Set up assignment for break: Read/review the assignment and set up a page so one side is for Act III Notes, and the other is for Act III Focus Questions (2 questions -- each response should be 1/2 page in length)
* Act II, scene ii Watch & Read (Brannagh) -- skip ll. 445-542 (FF)
* Meet Rosencrantz and Guildenstern
* Get an update on Fortinbras
* Understand Hamlet's plan to use the players (actors)
* HW: Read and take notes on Act III of Hamlet AND respond to the two focus questions (see attached)

Due:

Assignment

Due Today: Personal Statement Revisions (you must include the original paper and rubric)
 
* BW: Revenge in today's society (Sentence Frame)
* Act II.i reading and discussion
* Closing Sentence Frame: During the scene, Ophelia has told her father about _____________.  As a result, Polonius has decided to ________________. 
* Hand out Act III assignment (to be completed over break)

Due:

Assignment

Agenda 17 November 2010
 
* Collect yesterday's assignment (2 Paragraphs re Hamlet's feelings for 1) Gertrude (partner paragraphs) and 2) Claudius (independent paragraph) -- these will be assessed separately on a 1-4 scale.
 
* Now that we've finished reading and writing about Hamlet Act I: View scenes iv - v in Mel Gibson's Hamlet (DVD Chapters 6-8) plus preview part of Act II (DVD Chapters 9-11). ~ 30 minutes
 
(Start by giving context to what we're seeing)
 
* Take notes on the developments to the characters in Act II
 
Note: Personal Statement revision is due tomorrow!

Due:

Assignment

Agenda 16 November 2010:
 
* Quick review of paragraph format and expectations/return character graphic organizers
* Partners: Write paragraph on Hamlet's feelings toward GERTRUDE (TS, EX-quote with appropriate citation, CM, CS).  A well-written "1-chunk" = 3; a well-written "2-chunk" = 4
* Independently: Write your 3rd relationship paragraph for Hamlet's feelings toward CLAUDIUS.  A well-written "1-chunk" = 3; a well-written "2-chunk" = 4
 
* HW: Complete your independent paragraph if you did not do so in class -- both paragraphs are due tomorrow.

Due:

Assignment

Agenda 15 November 2010:
* Stamp COMPLETED graphic organizers for E.C.
* Share line numbers on the white board for other students to add to their G.O.s
* Whole class: draft a paragraph re: King Hamlet
* Collect: Act I Graphic Organizer (assigned on 11/10)

Due:

Assignment

Agenda 10 November 2010
 
* Collect HW: Letter of advice to your future son or daughter
* Act I, scene v: 
* Work on Act 1 Relationships (attachment) with two quotes for each.
 
 
HW: Complete Act 1 Relationships Graphic Organizer by MONDAY for full credit.  Remember: 2 relevant quotes for each = 4; 1 relevant quote for each = 3.

Due:

Assignment

Agenda 9 November 2010
 
* Q1 Grades/Pass back papers
* Complete Act I, scene iii reading and discussion
* Discuss Polonius' advice to his son, Laertes: 10 pieces of advice- you paraphrase 3 -- see attached.
* Act out Act I, scene iv
 
HW: Write 10 pieces of advice to your own children someday or ask your parents for 10.
 

Due:

Assignment

Agenda 8 November 2010:
 
* Complete Anticipation Guide questions (whatever we didn't finish on Friday)
* Watch the EXPOSITION of Mel Gibson's Hamlet. (Setting, Characters, Background) -- Act I, scenes i-iii (Polonius' orders to Ophelia).
* Discuss/Predict: What appears to be happening? How is the story likely to unfold? What did the film skip?
* Roles: Ophelia and Polonius (I'll read Laertes) -- Read and discuss Act I iii
* End of Period: Pass back Personal Statements for revision -- Revisions are due on 11/19

Due:

Assignment

Agenda 5 November 2010:
 
* Share paraphrases
* Finish Act I, scene ii (ll. 180-258)
* Anticpation Guide (see attached)

Due:

Assignment

Agenda 4 November 2010:
 
* Start by reviewing the King's speech (Act I, scene ii)
* Sentence Frame #2:
In this speech, Shakespeare introduces ____________ in an effort to ___________________.
* Assign roles: King, Queen, Hamlet, Laertes, Polonius -- Continue reading Act I, scene ii
* Paraphrase Hamlet's Soliloquy (Act I, ii ll. 128-158) -- Pick 4 lines that reveal Hamlet's innermost thoughts and paraphrase them.

Due:

Assignment

Agenda 3November 2010:
 
* Student Services: Pick up the play
 
* Plot Diagram: Shakespearean Tragedy (take notes)
* Read Act 1, scene 1 (Exposition) (read sc.1 to line 70)
* Sentence Frame #1:
It is clear that Shakespeare was setting up a ________ tone in order to __________________.
* Summary of ll. 71-164
* New Roles to read line 165 to end of scene 
* Summarize + Predict: 1. What appears to be happening? 2. How is the story likely to unfold

Due:

Assignment

Agenda 2 November 2010
 
* Shakespeare Bootcamp Day 2: Today we'll look at punctuation, phonemes, and adjectives in various Shakespeare texts.

Due:

Assignment

Agenda 1 November 2010
 
Anticipation Guide/Discussion (agree/disagree)
Shakespeare Bootcamp Day 1 (PPT is attached)

Due:

Assignment

Last day to turn in Personal Statements
 
* Coming Attractions PPT
* New Unit: HAMLET. Introduce characters (Video Clip, and then Sentence strip activity ...take notes)
* Setting Map (16th/17th centuries; set in Elsinore, Denmark. References are made to travel between Elsinore and Wittenberg, Germany; France; and England. Locate on map.
 
Reading Plays PPT (attached)
http://www.open2.net/hamlet/tony_hill_character_intro.html

Due:

Assignment

Agenda 28 October 2010
 
* Philosophical Chairs -- Start with the 1/2 sheet handout (attached to yesterday's agenda) to finalize your opinion on the topic and include relevant evidence:
Do you agree or disagree with Feinberg's current opinion regarding how we should value life?   Be prepared to defend your position with evidence from Hamlet, Armstrong, and/or Ripley.
 
* Take a side (agree/disagree/neutral) and physically move to that part of the room (You agree/disagree with Feinberg's current stance)
 
* Conduct Philosophical Chairs discussion/debate (~15-20 minutes) -- Move to the other side of the room if you are convinced by the opposing argument (Note: this is not a competition)
 
* Ticket out the Door (back of 1/2 sheet): Reflection

Due:

Assignment

27 October 2010:
Finalize Value of Life Unit:
 
* Share your first impressions of Feinberg's essay (his current stance)
* Summarize and Form Opinions on Feinberg Article (see attached -- full sheet handout): Do our lives have equal value?
 
1. Complete all Question #1's with your GROUP
2. Complete all Question #2's INDEPENDENTLY (these ask for your opinion)
3. Find EVIDENCE from Hamlet, Armstrong, and/or Ripley to support you responses

Due:

Assignment

Agenda 26 October 2010:
 
Finalize Value of Life Unit:
 
* Pass back papers
* Pass back Value of Life Essays -- Fix Six or Revise 1 paragraph
* First Reading of Feinberg article - Listen to it for the first reading (linked)
http://www.npr.org/templates/story/story.php?storyId=90760725

Due:

Assignment

Agenda 25 Oct 2010:
 
Last day to type final draft in computer lab
 
*** Final Drafts are due THIS WEEK (You may turn in Monday-Friday.  Drop dead date is 29 Oct 2010)

Due:

Assignment

Agenda 22 Oct 2010:
 
* Late 2nd (typed) drafts for 1/2 credit
* Group Reflective Narrative quiz (10 questions)
* Use the ideas from the quiz to revise and improve your essay:
     Is your opening engaging?
     Do you include descriptive and sensory details?
     Are your events clearly organized?
     Do you end with a reflection and insight?
 
* HW: Complete final revisions and be prepared to type and print final drafts on Monday (BRING FLASHDRIVE with CURRENT DRAFT of essay).

Due:

Assignment

Agenda 21 Oct 2010
 
  • BW: Last 10 minutes of film (Pursuit of Happiness) while I check your 2nd drafts (20 points complete, typed, 1,000 words)
  • I will group you up in groups of 3s when I pass back your essays: Read your draft aloud -- partners, listen for fluidity and content.  Tell partner where to elaborate and where to clarify (listen for grammar, too)..
  • Handout: CM Narrative frames -- choose 2-3 for each part of your essay (intro, first half of body, second half of body, conclusion)
  • HW: Add the frames as needed to your narrative

Due:

Assignment

Agenda 20 Oct 2010
 
Pursuit of Happiness / Value of Life Connection and T-chart
* Parallels between the mother and Hamlet/the father and Armstrong

Due:

Assignment

Agenda 19 October 2010
 
Pursuit of Happiness / Value of Life Connection and T-chart
* Parallels between the mother and Hamlet/the father and Armstrong

Due:

Assignment

Agenda 18 Oct 2010:
 
** Computer Lab to type personal statements **
 
TYPED DRAFTS ARE DUE ON THURSDAY OF THIS WEEK!
 
Steps to take before you print:
 
1. Run spell check and correct all errors
2. Read your essay for clarity, coherence, and organization -- ALWAYS read your work before you print it/submit it
3. Highlight the text and run word count (Tools: Word Count)
4. Type the Word Count at the end of your essay
5. Print Preview
6. Print -- You must have the printed draft on Thursday

Due:

Assignment

Agenda 15 Oct 2010:
 
** Computer Lab to type personal statements **
 
  • Hand out rubric (paraphrase standards for Reflective essay)
  • Type Reflective essay in computer lab. (Day 1 of 2).
  • Focus: MLA heading/header and word count = 1000. I think UC's will accept 1012 words.
  • Fix up your essay:work on peer revisions for content and organization

Due:

Assignment

You will receive the Reflective Narrative rubric.
 
Download the attached template (mla heading) and open a NEW word document to begin typing on. We are typing our essays in the computer lab. (Day 1 of 2).
 
Focus: MLA heading/header and word count = 1000. I think UC's will accept 1012 words. If applying to a UC, let me know TODAY so I can help you. You have 2 prompts to answer (totaling 1000 words. So, you'll need 2 separate Word Counts).
 
Save in 2 places! (flash drive, your own login, or email as an attachment to yourself).
 
HW:
Revise your Reflective Narrative: work on up-leveling your diction (words), add sensory details, "dialogue", and interior monologue (in italics). Show, don't tell!

Due:

Assignment

Agenda 14 Oct 2010:
 
Refining your Personal Statement.
 
Today we'll refine your rough drafts.  See the attached PPT for details.

Due:

Assignment

Agenda 13 Oct 2010:
 
Senior Symposium today!  Report to the gym from 8:00 to 12:18 -- see you on Thursday!

Due:

Assignment

Agenda 12 October 2010
 
* Begin pre-writing for Reflective Narrative (Personal Statement) using the Quickwrite to Rough Draft (see attached).
 
TOPICS:
  • WORKPLACE; Write a reflective essay about an experience that was influential in directing you toward a particular career. Your essay should help people understand how this experience influenced you in shaping your goals and making the choices you have made.
  • SCHOOL: It can be tough—both academically and emotionally—no matter what age you are. Write a reflective essay about an experience that helped you through a difficult time at school.
  • PSYCHOLOGY: What experience has had the greatest influence on your personality? Write a reflective essay centered on an experience that has been instrumental in shaping who you are today.
  • SOCIAL STUDIES: Is there an experience that has helped to keep your family’s ethnic culture alive? How has the experience and the traditions it has imparted to you influenced you as a person? Write a reflective essay directed toward an audience who might not be familiar with your culture. Describe how the experience has affected your life.
  • PHYSICAL EDUCATION: Think of an experience in which you learned a particular physical skill, such as archery, diving, or skateboarding. Why were you willing to follow someone’s advice? What lessons did you learn in the process of acquiring the skill? Write a reflective essay about this experience and how it affected you.
Next steps in Reflective Narrative: add sensory details, interior monologue (italics), dialogue (in quotes), and thoughts/feelings. Work on: "SHOW" rather than "TELL" the significance of your subject.
 
HW:
Use what we've done in class to refine your Reflective Narrative: add sensory details, dialogue (in quotes), interior monologue (in italics)
Bring a flashdrive to save your Reflective Narrative on Friday.

Due:

Assignment

Agenda 11 October 2010:
 
* In-Class timed writing (Value of Life)
* Turn in the following today:
 
1. Essay
2. Yellow packet of articles (completely annotated)
3. Writing/Notes with Table of contents

Due:

Assignment

Agenda 8 October 2010:
 
See Attached PPT and Word Doc for details
* Practice Integrating Quotations -- presentation and handout
* Prepare for the writing assignment with Do/What chart

Due:

Assignment

Agenda 7 October 2010:
 
See attached Word Doc for info.
 
* Wrap up the discussion of "What is a Life Worth?" with They Say/I Say
* Begin to prepare your argument for the writing
* HW: Your writing/notes packet is due TOMORROW.  Your article packet is due on Monday

Due:

Assignment

Guest Speaker -- A-G Review, college costs, FAFSA, and CSU specific information

Due:

Assignment

* BW: Review the 3 "After the 1st Reading" Questions
* 2nd Reading with strategic highlighting: Re-read the text to gain a better understanding.  Use 2 highlighters to mark the text as follows:
 
Blue Highlighter -- The legal and financial value of life (logos)
Pink Highlighter -- The emotional and human value of life (pathos)

Due:

Assignment

Agenda (4 Oct 2010):
 
* Complete 1st Reading and Annotation of "What is a Life Worth?"
* Respond to the three "After 1st Reading" Questions

Due:

Assignment

Agenda (1 Oct 2010):
 
*** Reminder: CSU application window opens today! ***
 
* Pre-reading activities for "What is a Life Worth?" -- predictions, text survey, vocabulary connotations (See attached PPT)
* First reading: "What is a Life Worth?"
 

Due:

Assignment

Agenda (30 Sept 2010):
 
* Quiz: Rhetorical Appeals
* Return essays, review, and file
* Quickwrite for"What is a Life Worth?"

Due:

Assignment

Agenda (29 Sept 2010):
 
Guest Speaker -- College Timeline

Due:

Assignment

Agenda (28 Sept 2010)
 
* BW: Rhetorical Appeals Review (Quiz Thursday!)
* Complete Mock Interviews -- Outside :)
* Rhetorical Appeals in Armstrong's text (See PPT from 9/23 for details -- last 5 pages of PPT)
* Pass back essays/return and fil
* HW: Study for quiz

Due:

Assignment

Agenda (27 Sept 2010):
 
* BW: Update Table of Contents and turn in Rhetorical Appeals Project
* Characterize the text with a + or - (Armonstrong's positive and negative views) -- See the PPT attached on 9/23 for the details
* Stragetic Marking II -- How would Hamlet react to Armstrong?
* Mock Interview -- Write 5 questions as if you were Hamlet or Armstrong (We'll conduct the interview tomorrow)

Due:

Assignment

Agenda (24 Sept 2010):
 
* BW: Vocabulary Review
* Informational: Check out your EAP scores online!
* "It's Not About the Bike" First Reading and Strategic Marking of the Text (see PPT from yesterday for the details)

Due:

Assignment

Agenda (23 Sept 2010) :
 
* BW: Identify the Rhetorical Appeal practice
* Quickwrite: Lance Armstrong
* Text Survey and Predictions: "It's Not About the Bike"
* Vocabulary and Categorizing
 
-- See attached PPT for details

Due:

Assignment

Agenda (22 Sept 2010) :
 
* BW: Share paraphrases
* Reflect on Hamlet's state of mind
* Notes on Rhetorical Appeals -- Ethos Pathos Logos (see attached ppt)
* HW: Advertisement assignment is due Thursday, Friday, or Monday (see ppt)

Due:

Assignment

Agenda (21 Sept 2010)
 
* Review Vocab
* Create a Table of Contents for your packet (Date/Heading/Page #) -- so far we have:
 
9/17     Quickwrite                                 Page 1
9/20     Concept Map                                    
           Hamlet Soliloquy Predictions   
           Polar Opposites
           Vocabulary
9/21     1st and 2nd Readings                  In-text
 
* Hand out the assigned readings
* 1st and 2nd readings with highlighter
          

Due:

Assignment

Agenda (20 Sept 2010)
Value of Life Day 1 (After Quickwrite)
 
* Concept Map
* Hamlet Soliloquy (definitions, predictions, polar opposites, and vocabulary)
 
>>> See attached PPT for details <<<

Due:

Assignment

Agenda (17 Sept 2010)
 
* Finish discussing class expectations & making a plan for meeting them
* Complete 1-minute presentations
* Head a pice of paper and title it: The Value of Life -- you will be writing and taking notes on this paper as part of a unit, so be sure to keep organized!
* Value of Life Quickwrite (highlight): What is the value of life?  Is it something that can be measured in dollars and cents?  Or is its value intangible, perhaps related to religion, family, achievement, or emotion?  How do YOU assign value to life? 
 
* I Am poems (see attachment)
* HW: Reformat poem and add a picture -- get creative! (Due Monday or Tuesday)

Due:

Assignment

Agenda (16 Sept 2010):
>>> See attached PPT for all of the details<<<
 
* Bellwork: Share the ideas you generated as homework
* Fold paper in fourths for our activity. Label the boxes as follows:1. Intellectual 2. Behavioral 3. Self Advocacy 4. Technology
* Get up and share your attribute (Get one/Give one activity for 31 attributes college professors want you to have)
* Recorders: track 10 of the behaviors
* Share out with class
* Highlight the most important/your goals for the year

Due:

Assignment

Agenda (15 Sept 2010):
 
* Timed Pre-Diagnostic Essay: We'll review the prompt as a class (read the underlined words as a class)
* Graded for what you do RIGHT!
* After writing/Homework: Brainstorm and write a list of the behaviors and skills you think that college professors will want you to possess.

Due:

Assignment

Today's Agenda (14 Sept 2010):
* Seating Chart
* Portfolio Exchange -- pick up your portfolio from your junior English teacher
* Finalize 1-minute presentations
* Complete and share T-Charts to prepare to write

Due:

Assignment

Today's Agenda (13 Sept 2010):

 
* Group up according to your topic
* I'll model how to highlight article with 2 colors and create T-chart >> Do this with your articles in your groups and on your own

Due:

Assignment

Today's Agenda (10 Sept 2010):

* Collect articles regarding controversial issues (I'll return)
* Share topics & opposing viewpoint on the topic
* Introduce yourself! Quick talks to let us know what's most important to you
* HW: Bring articles Monday if you haven't already

Due:

Assignment

Today's Agenda (9 Sept 2010):

* Sign Locators
* Index Cards -- Tell me about yourself + contact info
* Syllabus review
* "Brainstorm: Controversial issues in the news today
* HW: Bring articles to share regarding controversial issues